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Angelica Salazar : Head Start to Harvard The report calls for a series of reforms, including:


• Better coordination of pre-release planning among County departments, such as Probation and Mental Health;


• Expansion of gang intervention programs;


• Stronger enforcement of existing Probation policies, from recordkeeping requirements to supervision of probation officers;


• Possible expansion of a pre-release assessment program, currently in pilot phase in two of the nineteen Probation youth camps.


Angelica decided to do something about it and enrolled in graduate school at one of the top Universities in the world. “I came to the Harvard Kennedy School because I wanted to really learn how to implement some institutional changes. As a teacher, I could create change in my classroom, but I think there are some systemic changes that need to take place,” she says. In her current position with the CDF, she continues her efforts


trying to get at the root of the problem, working to help identify and change policies that trap millions of our nation’s children in a failing educational system that offers many of them only a pipeline to prison. Angelica is determined to give back, because she is very grate- ful for all the opportunities she’s had in her life. “Starting first with my parents, and the pursuit of my high quality education--my holis- tic education. I feel that I had just the right combination of oppor- tunities throughout my life. I just had a great start.” A head start.


“This study gives us a road map to reform,” said Supervisor


Ridley-Thomas. “It’s time we enact bold yet common-sense measures to salvage the lives of these young men and women and save society the tremendous cost of supporting a prison-bound generation.” Los Angeles has the nation’s largest probation system, with 20,000 youths on probation and 2,000 in custody at the Department of Probation’s camps and halls. Latinos and African Americans make up a disproportionate segment of the County juve- nile camp population: 60% of youths in custody are Latino, and 25% are African American.


Angelica Salazar knows her stuff, but she is more than an aca- demic policy wonk, only concerned with papers and power point presentations. Because of her background and her own struggles, she understands many of the problems firsthand. She deeply cares about kids at risk and has had experience working with them; before graduate school, Angelica was a teacher at El Sereno Middle School in the Los Angeles Unified School District for three years. In her first two years as a teacher, she prepared instruction for 6th grade math, science, and social studies; in her last year she prepared instruction for 8th grade English and history. “I strove to create an environment where all students would be successful,” she says. Like many other teachers though, she soon realized that junior high is much too late to help many of the kids who have been left behind.


S A L U D O S H I S P A N O S


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